Date of Award

1985

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Abstract

Purpose. The primary goal of this study was to answer the question: What has been the contribution of the United States agricultural teacher education profession to the international development process? The study, therefore, was a synthesis of past involvement of agricultural teacher educators in international agriculture and rural improvement activities since 1950. Population. The population of this study consisted of 117 agricultural teacher educators in the United States with at least .51 FTE responsibilities in teacher education programs and experience in international development acitivites abroad. Objectives. Eight specific objectives of the study were the identification of (1) primary goals of international projects, (2) exact activities of the educators, (3) other experts who co-worked with them, (4) their specific accomplishments, (5) major problems they encountered, and (6) future role of their profession in international development, and the solicitation of (7) recommendations for solving problems of agriculture in developing countries, and (8) advice for successful assignments abroad. Methods. A census survey was conducted. Data were collected using a mailed questionnaire. Respondents recorded their responses on cassette tapes. Responses were transcribed, analyzed, and synthesized by commonality of each of the objectives of the study. Findings. More than 90 agricultural teacher educators have been involved in over 230 separate foreign assignments since 1952. They served in 78 countries world-wide. Their activities were funded by different governmental, international, and private agencies. Project goals were varied and ranged from institution-building to trade promotion. Consequently, activities of these educators differed greatly, for example, institutions were built, programs established, and agriculture teachers trained. More than 120 different experts representing at least seven occupational clusters co-worked with agricultural teacher educators who were on foreign assignments. These educators encountered several major problems on their assignments. These included bureaucratic red-tape, goals-need conflicts, and culture shock. Teacher educators reported several tangible and personal accomplishments. They also suggested a variety of roles for their profession in future international development activities. Educators also made recommendations to host governments and aid donors for solving problems in international agriculture. Finally, educators provided advice on how to succeed as an international agricultural educator.

Pages

219

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